LB 2861 
.N3 
1910 
.Copy 1 



CONSOLIDATION 



OF 



RURAL SCHOOLS 



State of Nebraska 

Department of Public Instruction 

Lincoln, 1910 



E. C BISHOP 
State Superintendent 



CONSOLIDATION 



OF 



RURAL SCHOOLS 



State of Nebraska «^c ^^ >^^ ^""^ 
Department of Public Instruction 
Lincoln, 1910 



E. C. BISHOP 
State Superintendent 







S^ro, 



iUG 



5 ?9/0 



Introduction. 



The question of better achools for country children is the most 
important issue before us today. The lack of schools with modern facili- 
ties is the weakest point in the development of the best interests of the 
American people. Upon the solution of this matter largely depends the 
future welfare of the country people, which includes the welfare of all 
the people. What we need now more than any other thing is a system 
of schools which will educate the country people as successfully as city 
schools educate city people. The graded schools in cities and in towns 
of the better class are working toward a condition where their future 
success is assured. The country needs a system that trains for life 
and ait the same time fits for college without destroying the home or 
taking the child away from its favorable influence during the period of 
his development when the home and the school unite in education, train- 
ing and experiences for the formation of character, the foundation of 
education and the development of ideals. 

Excepting in the most favored communities, satisfactory country 
schools cannot be established within walking distance of all the pupils. 
In any satisfactory system, transportation is necessary and must be 
provided. It is already here in many communities and it will come in 
all communities which are alive to the educational needs of the time. 

Consolidated or centralized country schools does not mean the 
abolition of the country school with the children taken to the nearest 
city or town to be educated. What will come out of this is a modern 
country school for country children, and whether it is located in a 
small village or at the crossing of the roads it must breathe the atmos- 
pihere of country life; it must create a love for country things and it 
must teach in terms of country life which the country child understands. 

In the study of this subject in Nebraska two facts are apparent: 

First, that the farmers are really supporting a double school system, 
one at heme by the process of taxation, the other in the nearest town 
or city in the form of tuition paid for high school privileges. This tuition 
often amounts to more than enough to pay the salary of the superin- 
tendent of the entire city school system to say nothing about the added 
expense and disadvantage of educating the children away from home and 
home influence. 

The other fact is that in spite of all the arguments as to the impos- 
sibility of transporting pupils, pupils are now being transported in large 



4 CONSOLIDATION OF RURAL SCHOOLS. 

numbers and have been for years in .different iSections of the state, often 
traveling as far as seven miles and back daily during an entire 'high 
school course. This is being done in many cases at private expense and 
often for several members of the same family and for several families 
in the same school district. Many vehicles follow each other daily in 
all seasons, in all kinds of weather and over roads good and bad through- 
out the state leading to high schools. 

And so it is that the farmer not only supports his own school sys- 
tem, but because it is insufBcient he also helps to support that of his 
city neighbors. The transportation that is necessary under any system 
that will provide good schools for country children of high school age 
is too often managed in the most costly and inconvenient manner that 
could be devised when the parent is forced to send his children to other 
districts for education. 

Because of a lack of modern facilities many pupils never finish the 
eight grades of the rural school. They either quit school altogether, 
never to re-enter, or after they have arrived at the age where they can 
see the loss to them of a lack of a common school education and are too 
old to go back into their own school. They must then leave home and 
at a greater expense attend some academy or preparatory school or too 
often take a short course in education which does not give them the edu- 
cation which every child in this country has a right to demand. Many 
of these pupils whose early education has been neglected when they ar- 
rive at the age where they can control their own actions get the edu- 
cation despite their handicap in being deprived of it in earlier years. 
They often make our strongest men and women in professional and busi- 
ness life, but such people should not be handicapped by this delay in edu- 
cation which was caused by a failure to provide the facilities for a 
country school education when they were at the age and were livrng at 
home under conditions which could have resulted in better results for 
them educationally if facilities for education had been what they 
should be. 

E. C. BISHOP. 
Superintendent. 
June 1, 1910. 



Consolidation of Rural Schools. 



WHAT IS MEA>T BY COASOLIDATIO.X. 

By consolidation of schools is meant the uniting of two, three or 
more small and weak schools into one that shall be large enough in 
point of members to be interesting and strong enough in the way of 
money to afford a comfortable building, two or more good teachers, and 
reasonable facilities for work. It also means that outlying territory 
with but few children shall be combined with a near-by school that is 
strong, rather than remain organized into a separate but weak district. 
In its fullest sense it means the uniting of all the schools of a township 
ino one or two so located as to be most accessible, though not necessarily 
at the geographic center. 

Consolidation either in full or in part means the transportation of 
a portion of the pupils, and this is one of the problems. It is generally 
accomplished in covered wagons, artificially warmed when necessary, 
holding fifteen to twenty children and driven by reliable men under 
contract and bonds as to regularity and good behavior. At first thought 
this would seem expensive, but expeTience has shown that this is not the 
difficulty for it is cheaper to transport a few children than to establish 
a school for them. This is because a wagon is cheaper than a school 
house, horses cheaper than fuel, and because drivers cost less than school 
teachers. 

ADVANTAGES OF CONSOLIDATION. 

1. It is much cheaper for the same grade of school. 

2. At the same expense much better schools can be provided, be- 
cause fewer teachers being needed a better grade can be secured, a divis- 
ion of labor established, and at least some sort of supervisiou in- 
augurated. 

3. It makes possible a country school equal in every sense to the 
best city schools, yet within reach of farm homes. No other system has 
been tried or even proposed that can accomplish this or guarantee to 
the country child the same educational advantages as are afforded the 
city child without taking him out of his home and to the city; or what 
is the same thing, preserve intact the virility of country life. All this can 
be accomplished without even a small village as a center, for some of 
the best schools have no connection with any town, but like country 
homes stand in the groves as a part of nature. 



6 CONSOLIDATION OF RURAL SCHOOLS. 

4. The health of the children is better when conveyed in wagons and 
landed warm and dry than when sitting all day with wet feet and 
draggled clothing after tramping through all kinds of roads in all kinds 
of weather. 

5. Children are protected from the danger of those offences to 
decency and good morals, iso common on the road going to and from 
school, and that are so well understood by everyljody who has ever taught 
a country school. 

6. The number who will attend school is found to be larger when 
children are conveyed; the attendance is more regular and tardiness is 
unknown. 

7. The health is noticeably better, especially as regards colds. 

8. The inspiration that comes with numbers puts life into the 
school that is impossible in classes of one or two each. It also militates 
against that self-consciousness due to lack of association so often notice- 
able in country children as it does against the domineering influence 
of one or two "big scholars" in a small school. 

9. The teachers feel and exhibit the effect of contact with other 
teachers, a condition in marked contrast with that of one working alone 
month after month with no companionship but that of children. 

10. It makes possible the employment of at least one experienced, 
well-educated, broad-minded teacher, under whose supervision even 
young and inexperienced teachers covering fewer things will do far 
better than when working alone trying to teach everything. 

11. This makes possible the conduct of a school with the proper 
regard to the industries and professions of life, and it is the best way 
in wliioli agriculture, nature study, and household science can be 
generally introduced into tlie country schools. 

12. It equalizes the cost of schooling, making it no more per 
capita for an outlying, thinly populated district than for any other. 

13. It increases property values as a whole for those who care to 
sell, and it broadens life for those who stay. 

14. It eliminates illiteracy on the one hand and on the other the 
"false views of city life so commonly imbibed by school children, thus 
"xationalizing the emigration from country to city. 

15. It makes unnecessary the sending of young boys and girls away 
from home for high school privileges on the one hand, or the breaking 
up of homes on the other, in "going to town to educate the children." 

16. It makes unnecessary the present costly system of sending the 
young men and women at private expense to village high schools, thus 
supporting a double system of education for country children. 



STATISTICAL TABLES. 



SBIAXr, SCHOOLS IN NEBRASKA. 

Statistical table showing the number of districts reporting- and the num- 
ber of districts in each county having au average daily attendance of one to 
five, six to ten, eleven to fifteen, sixteen to tvs-enty, twenty-one to thirty, thir- 
ty-one to fortv. and over fortv in 1!K)S-1909. 



County 



Adams 

^Vntelope .. 
Banner ..... 

Blaine , 

Boone 

Box Butte 

Boyd 

Brown 

Buffalo 

Burt 

Butler 

Cass 

Cedar 

Chase 

Cherry 

Cheyenne , 

Clay 

Colfax 

•Cuming .... 
■Custer 

Dakota .... 

Dawes 

Dawson .... 

Deuel 

Dixon 

Dodge 

Douglas .... 

Dundy 

Fillmore .. 
Franklin .. 

Frontier .. 

Furnas 

Gage 

Garfield .... 
Gosper 

Grant 

Greelev .... 

Hall 

Hamilton .. 
iHarlan 









• 




■ 0) 
































o 




o >. 






>» 


'r. 


































01 


o~ 


o 


c 


1% 


1" - 


0) H 






03 " 


^5 


oS 




Sfe 


• S^ 


l- 


h£ 


to 
0&, 


O o 
HO 


79 


:^ 


14 


23 


18 


U 


1 


8 


78 


110 


9 


25 


27 


26 


11 




6 


104 


23 


2 


7 


9 


2 


1 






9 


28 


2 














11 


85 




21 

20 
18 


26 

11 
18 


17 

1 
14 


13 




6 

2 

8 


S3 


55 


10 
3 




44 


-.6 


7 


2 


70 


5i 


4 


20 


9 


3 


1 


1 


3 


41 


ll.) 


2 


25 


31 


15 


27 


4 


9 


113 


70 


1 


"' 


20 


14 


19 


1 


6 


68 


93 


5 


19 


21 


13 


20 


2 


14 


94 


100 


2 
5 


13 
25 


28 
17 


18 
15 


23 
12 




12 

7 


96 


92 


5 


86 


61 


10 
11 

17 

1 


19 
24 

34 
12 


17 
25 

12 

18 


3 

7 

6 
24 






3 

7 

4 
9 


52 


s.-? 


4 

3 
12 




78 


110 




76 


78 


2 


78 


59 


2 


6 


10 


14 


17 


3 


6 


58 


78 


1 


18 


18 


15 


19 


2 


4 


77 


253 


19 


84 


64 


44 


18 


9 


2 


240 


37 




10 
29 
16 


8 
12 
21 


11 
2 
23 


3 




5 
2 
8 


37 


87 


10 

4 




55 


93 


12 


7 


91 


56 


6 
3 

3 


13 
18 

11 


4 
22 

30 


1 
19 

22 


3 
11 

13 




2 
9 

6 


29 


82 




82 


85 


4 


89 


63 




■ 9 


5 


13 


IS 


3 


14 
2 


62 
60 


59 


7 


21 


19 


7 


3 


1 


91 


1 


15 


22 


28 


14 


2 


8 


90 


73 


1 


11 


22 


17 


13 


2 


7 


73 


104 


1 
6 
4 


30 
25 
31 


46 
31 
49 


14 
16 
34 


6 

15 
22 




5 

8 

13 


102 


105 




101 


158 


3 


156 


31 


2 
6 


12 
16 

3 
10 


10 
15 

1 
22 


4 
14 


2 
7 




1 
2 

1 
5 


31 


62 




60 


7 


1 

1 


6 
60 


60 


3 


12 


7 


73 


2 


12 


17 


17 


14 


3 


7 


72 


100 


3 


19 


35 


19 


14 


1 


7 


98 


80 


9 


21 


16 


20 


9 


1 


7 


83 



CONSOLIDATION OF RURAL SCHOOLS. 




Haves 
Ilitchcucl, 

Holt 

Hooker 
Howard , 

.lefferson 



Kearney 

Keith 

Keya I'aha. 



Kiuibali 
Knox 

Lancaster 
Lincoln .. 
Loaan .... 



Loup 

McPherson 

Madison 

Merrick 

Nance 



Nemaha 
Nuckolls 

Otoe 

Pawnee , 
Perkins 



Phelps 

Pierce 

Platte 

Polk 

Red Willow.. 

Richardson 

Rock 

Saline , 

Sarpy 

Saunders , 



Scotts Bluff.. 

Seward 

Sheridan .... 

Sherman 

Sioux 



Stanton . 
Thayer ... 
Thomas . 
Thurston 
Valley 



Washington 

-Wayne 

Webster 

Wheeler 

York 



Totals 6808 



52 

76 

200 

4 



69 
41 
67 

2.5 

121 

i:» 
1-20 
21 

26 
23 
80 
54 
66 

SO 

91 

103 

76 



104 
62 

118 
40 

114 

43 

!I3 

105 
74 
46 

5 
97 

8 
27 
62 

.56 
82 
80 
40 
102 



1 12 

3 20 

3 12 

: 14 

26 17 

......... 

5 

10 



28 
2 
1 
8 

"5 
19 
10 
12 
19 



17 


29 


15 


21 


13 


22 


12 


22 


21 


24 


14 


28 


S3 


11 


28 


37 


5 


7 


11 


21 


5 


8 


17 


2G 


Z2 


20 


24 


23 


10 


12 



7 


1 


io" 


4 


11 

10 


3 


12 
3 


3 


3 





833 



185 

4 

70 

97 
74 
70 
33 
49 

20 
109 
l:(i 
78 
18 

21 
20 

78 
50 
65 

77 
90 
102 
67 
49 

74 
71 
79 
70 
81 

101 
53 

117 
41 

111 

30 
93 
56 
73 
33 

53 
97 
8 
25 
61 

56 
81 
80 
34 
IOC 



10 



CONSOLIDATION OF RURAL SCH^^T q 



MADISON COUNTY 

Table showing the cost per pupil of maintaining all the country schools, 
the schools with an average attendance of ten or less and the graded schools 
of Madison county, 190S-1909. 







01 














^ 








































•M 


-a 






- _ 


_ 






c 






•- . o 


-^ M 


o 


g 


a> 


a 






°3 Cja-ti 


■M 


p 


< 


■ syS 


o a o 


0) o fl t> 




Q 


K 


< 


JH 


fH-<U 


CL,0"<-< 


^cS< 


8 


25 


7 


9 


$373.48 


$53.35 


$5.93 


15 


13 


8 


8 


377.35 


47.17 


5.87 


22 


7 


5 




306.87 


61.37 


8.77 • 


23 


15 


10 


8 


457.69 


45.77 


5.72 


32 


13 


6 


9 


446.58 


74.43 


8.27 


38 


17 


10 


8 


364.42 


36.44 


4.30 


51 


28 


10 


8 


344.12 


34.41 


4.30 


53 


19 


10 


8 


371.92 


37.20 


4.65 


60 


10 


6 


9 


502.49 


83.75 


9.20 


62 


11 


6 


7 


382.14 


63.69 


9.10 


64 


6 


3 


3 


125.51 


41.83 


13.94 


65 


20 


9 


9 


424.75 


47.20 


5.25 


70 


15 


7 


7 


316.70 


45.24 


6.46 


73 


15 


5 


8 


423.52 


84.70 


10.60 


75 


8 


6 


6 


259.80 


43.30 


7.21 


Totals... 


222 


108 


114 


$5477.34 


$ 


$ 


Averniie 


15 


7 


7.6 




50.71 


6.67 



Graded Schools. 



Madison 

Norfolk 

Battle Creek 
Meadow Gr 
Newman 


492 
1226 
219 
161 

315 
218 


397 
960 
139 
115 

233 
183 


9 
9 
9 
9 

9 
9 


$10,523.84 

26,132.78 

5,1.56.47 

3,791.04 

6,309.57 
6,348.57 


$26.51 
27.22 
37.10 
32.96 

27.08 
29.12 


$2.94 
3.02 
4.11 
3.67 


Tildeii 


3.27 


Totals 


2629 


2027 




$58,241.27 







1783 



Madison County Country Schools. 

1021 8 $43,812.84 $42.92 



$5.36 



CONSOLIDATION OF RURAL SCHOOLS. 



11 



JEri'ERSON COUNTY'. 

Table showing the cost of uiaiutaining country schools, eight grades, with 
au average attendance of ten or less in Jefferson county compared with the 
cost of maintaining the Fairbury schools, twelve grades, 190S-1909. 



3§2 



i c c 



<3J O ® > 



(> 


IT 


10 


.1 


S-r)is.2i 


$5). 83 


$(i.31 


:i 


21 


10 


^ 


4 >1 . 1 7 


4(:.12 


5.70 


10 


14 


7 


8 


:', ;).()2 


48.68 


6.08 


lU 


I'i i 


10 


^ 


102.2) 


40.23 


5.03 


26 


23 


10 


^ 


401.33 


40.13 


5.02 


28 


12 


10 


.) 


4(i2.r-) 


4 1.28 


5.14 


3S 


D 


7 


7 


;!;)4.07 


56.29 


8.01 


43 


12 


10 


S 


425.81 


42. 5S 


5.32 


I 


17 


7 


>; 


llii.lO 


6i.91 


8.36 


46 


1) 


3 


(J 


:!2l.35 


10.1.78 


18.27 


48 


14 


S 





424. ")7 


53.07 


5.89 


54 


9 


6 


7 


387.55 


64.67 


9.24 


57 


10 


e 


S 


540.22 


90.03 


11.25 


73 


13 


9 


S 


;j:)8.40 


44.30 


5.54 


77 


11 


7 


7 


330.00 


47.14 


6.75 


81 


14 


7 


8 


512.77 


73.25 


9.12 


84 


17 


8 


7 


383.65 


47.96 


6.85 


93 


25 


8 


s 


446.25 


55.78 


6.97 


95 


7 


6 


7 


310.25 


51.71 


7.40 


99 


17 


10 


7 


432.37 


43.23 


6.17 


Totals.... 


293 


159 


li-i 


$8,420.04 


$ 


$ 


.\^^\■■^■■^^ 


14 


8 


7 . 7') 




53.00 


6.83 


Fairbury 


1204 1 


910 


il 


$22,981.57 


$25.25 


$2.81 


27 teachei 


S 














The OI<l \\:\y. i. 



liiiK l<> Srhool \Vh«n th' M rf.iry U 
Z«ro and a .StliT Gale BlowiiiK- 



'wclvf Ucjircc-. Iti-low 



CONSOLIDATION OF RURAL SCHOOLS. 13 

IF CONDITIONS WERE REVERSED 

The greatest difRculty in consolidating ttiese scattered and weakly 
schools lies in the fact that it is a "new thing." We grow accustomed 
or hardened to the disadvantages of a system long in use and come to 
look upon them as inherent in the case and altogether inevitable, but we 
have little patience with the difficulties of a new system, many of which 
are imaginary and othei^s of which will disappear with experience. And 
so it is that we bear the ills to which we have grown accustomed until 
they become intolerable, believing always that it is conservatism, and not 
unthinking apathy that controls us. 

It throws light on a situation of this sort to reverse conditions. Sup- 
pose that consolidation had been the plan up to date, and that good 
graded schools doing high school work were established in the country 
everywhere to which children were transported regularly and landed 
warm and dry every day, requiring six to eight wagons for each school. 

Suppose then the proposition should come up to dissolve these 
schools; to build eight houses in the township instead of one or two; 
to hire eight teachers instead of three or four; that each teacheT should 
"try to teach everything;" that the children, even little girls, should walk 
through mud and slush and in zero weather even as far as two miles or 
go without education; that under the new system all high school work 
would of necessity be abandoned. What then would be thought of the 
present system if it came up as a new proposition for the consideration 
of sensible men? 

The arguments for such a change could not be many. It might sound 
well to advocate the putting of these horses and drivers to useful work, 
netting the children walk, but to build eight houses instead of one, and 
to hire eight teachers instead of three or four, all that a half dozen 
drivers and teams may earn something in other ways would not seem 
economy. The schools would certainly suffer as would the health of the 
Kittle children. Let him who has a lively imagination tell us what the 
mothers would say whose children had always been transported warm 
and dry, when it should be seriously proposed that hereafter the 
little ones should wade while horses and mules spoiling for exercise 
i5tand in the barns and kick the boards off for sheer amusement or lack 
■of exercise. 



CONCLUSIONS 

Whatever differences of opinion may exist among men who have 
studied this question, all must agree upon the following points: 

1. That many country school districts are so small and weak that 
no school is conducted. 

2. That many others consist of but three or four pupils and the 
expense for elementary schooling frequently rises to more than $100.00 
per pupil, which is higher than the tuition for collegiate instruction. 



14 CONSOLIDATION OF RURAL SCHOOLS. 

3. That at least one-third of the country schools are too small to 
be even fairly successful. 

4. That when the school is of fair size, consisting of many classes 
of few each, with but one teacher to do the work, the time is frittered 
away in a large number of short recitations, often but five minutes each. 

5. That fully one-third of all the teachers have had less than one 
year's experience. 

6. That the best teachers are taken for the graded schools, and that 
of those ayailable for country schools, from fifty to seventy-five per 
cent, are "young girls" who have had but little more training than is 
given in the school they are bo attempt to teach. 

7. That when schools are established within walking distances of 
each other, the above mentioned conditions are certain to follow. 

8. That as conditions exist today little children walk long distances 
and suffer much discomfort and ill-health by reason of exposure to 
fctorms and from sitting all day with wet feet and damp clothing after 
wading snow drifts, slush, and mud on the way to school. This is 
especially true of young girls. 

9. That the only way ever tried or even proposed by which these 
schools can be made effective is to combine them into smaller numbers 
with fewer and better teachers whose work can then be better divided 
and better supervised. 

10. That the only humane way of putting children of all ages 
and conditions into school through all kinds of weather is to transport 
them in wagons that are covered and, when necessary, warmed. 

11. That consolidation and transportation tend greatly to lessen 
expense so that the same grade of schools can be had much cheaper, or 
a far better grade at the same expense, as patrons may desire, or, if they 
please, a full equivalent of the best city schools may be established and 
conducted at slightly greater cost than heretofore and at a much lower 
rate than in the city. 

12. That as things are today without consolidation, country people 
not only pay more for elementary instruction alone than city schools cost, 
including the high school course, but, in addition, farmers pay out vast 
sums for tuition and other expenses of their older children attending city 
©chools for what is not offered at home. 

13. That this condition often results in the whole family "moving 
to town to educate the children" to the damage of the school left behind, 
to the disadvantage of the business, at the expense of breaking up the 
old home and at the risk of giving the family false ideas of both city 
and country life. 

14. That the only proper way to educate a child up to and including 
the high school is to do it without disturbing his home or taking him 
out of it, and that the country child is entitled to as good an education, 
as the city child and at no more risk or inconvenience to him or his 
family. 

15. That it is not necessary to consolidate about a village school. 



CONSOLIDATION OP RURAL SCHOOLS. 15 

but that wherever it is done the result should be a country and not 
a city school. 

16. That consolidation is the only way of securing really good coun- 
try schools, and it is the only means of introducing the study of agri- 
culture generally into the public schools. 

17. No one can avoid the conclusion that the objections offered in 
advance of trial are mostly either fanciful or selfish; that they are not 
realized in practice; that consolidation is the only plan tried or proposed 
by which the country child can secure such an education as modern con- 
ditions demand, and such as is already afforded the city child. 

18. It cheapens the expense and equalizes the cost; it protects the 
health and morals of the child and makes the introduction of agriculture 
and the other industries possible; it enhances the value of farm property 
as a whole; it brightens and broadens country life; it preserves its virility 
unimpaired and rationalizes the movement toward population centers. 
Such difficulties as are found are trivial or transient, oir both, and are 
such as would not stand in the way of any commercial enterprise for 
a moment. 

19. Consolidation of country schools is the solution of the problem 
of agricultural education and it is the only complete solution that has 
been offered. 



COST 

Certainly no plan to change, in any manner, our present system of 
rural schools can make any headway unless the item of cost is thorough- 
ly considered and understood. However, in any discussion of consolida- 
tion, and the expenses incident thereto, it should be remembered that 
our present system is probably the most extravagant and wasteful, from 
a money standpoint, that could be devised. It has already been shown 
that the average rural school costs the taxpayer per capita anywhere 
from one hundred to several hundred per cent, more than the most 
elaborate system of city schools. 

When we reflect further that one-half of the present number of teach- 
ers would be sufficient to teach all of the pupils of the state cotuld they 
be conveniently grouped, we will readily see that the ultimate outcome 
of consolidation means a great saving to the people. 

In almost every plan of consolidation, the cost after consolidation 
for the same number of months at the same wages for teachers is con- 
siderably less. For the same cost, the term usually can be materially 
lengthened and the wages of teachers increased. 

That our small schools are costing the people an amount entirely 
out of proportion to the results obtained or the advantages offered has 
already been shown in a striking manner by the tables found on pages 
8 and 9. 

In support of the statement that the consolidated school is less ex- 
pensive per capita, the attention of the reader is called to the following 
additional facts: 



16 



CONSOLIDATION OF RURAL SCHOOLS. 



1. Under consolidation there is no duplication of libraries, of ap- 
paratus, and of other equipment necessary. 

2. A considerable saving in fuel and heating equipment is effected. 

3. Less outlay is required for maintenance, repairs and janitor 
service. 

4. Less capital is invested in buildings. 

5. In practically every case the number of teachers needed is 
largely reduced, thus making a definite saving. 

6. Ordinarily enough can be saved through the various means sug- 
gested to meet the extra cost of transportation. As a reward for this we 
have a more efficient school, better teachers, a longer term, the possibility 
of some high-school work and the inspiration of numbers. 

The following estimate of certain school districts may serve as a 
valuable illustration: 

ESTIMATING THE COST OF CONSOLIDATION. 

Below is an illustration of an average financial exhibit of a propo- 
position to consolidate in a county densely populated: 



Original Data, from Records. 



No. of District. 


,Vt. Daily 
.Vttendance 


a ® 


Teachers' 
Wages 


Incidental 
Expenses 


Total 
Expenses 


1« 




30 
17 
12 
14 
21 
13 


8 

7 
7 

7 

7 , 
7 


$55.00 
50.00 

45.00 
36.00 
50.00 
47.00 


$200.77 

125.49 

128.59 

67.23 

92.83 

86.15 


$637.77 


17... 




475.49 


18. - 


443.59 


19 




319.23 


?,0 




439.83 


?1 




419.55 










Total 

Areraije 


107 
18 


43 
7 1-a 


$283.00 
47.16 


'• $701.06 
117.01 


$2,735.46 
482.51 










Summary of Expenses Before Consolidatiou : 

Teachers' wages, fuel and repairs for 6 schools .$2,735.06 

Interest at 5 per cent, on $6,000 (estimated) investment in 6 

schoolhouses 300.00 

Depreciation (estimated) per year' on 6 school buildings 240.00 

.$3,275.06 

Exhibit of Expenses After Consolidation. 

3 teachers for 7 1-6 months, at $47.16 per month $1,013.94 

5 wagons for 7 1-6 months, at $30 per month 1,075.00 

Fuel, repairs, etc., for three schools 351.03 

Interest at 5 per cent, on $3,000 invested in 3 schoolrooms 150.00 

Depreciation per year on three schoolrooms 120.00 

Total $2,709.97 

Net saving $ 565.09 



CONSOLIDATION OF RURAL SCHOOLS. 



IT 



By increasing the number of wagons to six, increasing the teachers' 
wages to $55 per month and increasing the length of term to eight 
months, the net saving is still $37.01. 

Minor items almost negligible are omitted in the mode of estimating- 
illustrated above. 

The demand of the day is not for cheaper schools, however, but for 
better schools for the money invested. The question is not so much one 
of cost as it is one of returns for the money invested. The present rural 
school system pays very dearly for what it offers in return. 




The SliolfN School Miih .Saiiitar.v W'iiter I- oiiiiliiiiih 
and Individual DrinliinK Cu|)n. 



18 CONSOLIDATION OF RURAL SCHOOLS. 

THE SHOLES CONSOLIDATED SCHOOL 

The Sholes Consolidated School is one of which the village of Sholes 
and the community are proud; it is one of which the county of Wayne 
is proud; and it is one of which all Nebraska should be proud. 

But where is Sholes? I venture to say that every one of the readers 
of this article knows something about the consolidated schools of "Winne- 
bago county, Illinois. But why not direct attention for a moment to 
one of our own consolidated schools located in Wayne county between the 
thriving towns of Carroll and Randolph in an interesting little village 
bearing the name of Sholes? 

There has been a growing feeling for several years in not a few 
country communities of Nebraska that the boys and girls of those com- 
munities should have better educational advantages than were being 
afforded by the little one-room country school. Sherman township in 
Wayne county is one of these districts. Here a need has been felt for 
better school facilities though they were as good as the average Nebraska 
country communities allow. But how that need was to be satisfied was 
not evident till the year 1902 when a railroad switch was put in between 
Carroll and Randolph at the present site of Sholes. Consolidation was 
then agitated for several consecutive years in three districts in an effort 
for a centralized building at Sholes. Finally, the advisability and feasi- 
bility of consolidation of schools having been thoroughly discussed, in 
the spring of 1907, urged by the energetic county superintendent, A. E. 
Littell, petitions for the consolidation of districts Nos. 30, 67, and 76, 
were circulated, and after considerable agitation the majority of voter® 
of these districts signed a petition for consolidation. 

/ On December 16, 1907, school was begun in the new building with 
the following corps of teachers: Principal, Ben F. Roibinson; inteT- 
mediate room. Miss Clara Burson; primary room. Miss Mary Pawelski. 
Much credit is due Principal Robinson for his tireless efforts in the new 
work of classification and grading of the pupils. The principal this year 
is C. O. Oline, a graduate of the Peru State Normal. 

The school is housed in a $6,000 two-and-a-half story frame build- 
ing, containing four recitation rooms, one laboratory, furnace room, and 
small shelved rooms for library and text-books. The entire building is 
heated wtih a hot air blast furrace, and has a perfect system of venti- 
lation. 

On the grounds is a barn which affords room for 24 horses. Each 
family furnishes its own conveyances, and is assigned a stall. The stalls 
are separated by a partition as high as the horse's head and are so ar- 
ranged that a door opens from the outside into every stall at the rear. 
This arrangement entirely does away with kicking, so there is no danger 
whatever of the pupils being kicked by other horses than their own. 

The grounds also furnish ample room for school-gardening which can 



\ CONSOLIDATION OF RURAL SCHOOLS. ig- 

be carried on with great success owing to the richness of the soil. The 
basement may be used as a "hot-house" where plants may be started 
early in the spring to be set out in the garden later. 

As is the creed of the consolidated schools of Illinois, so is the creed 
of this consolidated district: "The country child is entitled to every whit 
as good an educational opportunity as that now enjoyed by the most 
favored city child attending an American public school. In order to have 
this equality of educational opportunity for the country child, the coun- 
try people must spend more money on the country school and spend it 
to a better advantage." If this district had the money they would not 
stop short of the best, so bent are they in their efforts that they are even 
making sacrifices in the use of money to make it a success, and it is a 
success. True, the expense of carrying on the school is somewhat great- 
er, because of longer terms and more thoroughly trained teachers, but the 
increase in expense does not begin to compare with the good results ob- 
tained. The patrons expect to pay for it, but what of the cost so long 
as it does not become exorbitant? Is not that a better investment than 
investing in reform schools, jails, and poor-houses? 

Again, the attendance has increased greatly. When a pupil in a 
rural school is doing irregular, fragmentary work in a class by himself, 
it is easy to remain absent for the most trivial excuse. In the large 
class, which progresses in orderly sequence from day to day, the pupil 
can be made to feel a distinct loss for every day's absence; hence he 
guards against absence. Aristotle condemned individual instruction on 
political ground. It may also be condemned on pedagogical grounds. Chil- 
dren need the inspiration of numbers; besides, numbers contain an eth- 
ical value. 

The big boys and girls also remain in school. The attraction of 
numbers, the incentive of competition, the social features of the school, 
the singing and literary exercises, the games, the pleasant, well-venti- 
lated school rooms, the library, the superior teachers and the love of 
learning, all combine to hold them in school. 

Under this system the farm becomes the ideal place to bring up chil- 
dren, enabling them to obtain the advantages enjoyed by our centers 
of population, and yet to spend their evenings and holiday time in the 
coiuntry, "under the constant wholesome and tender care of father 
and mother as they gather around the fireside after supper, and in con- 
tact with nature and plenty of work, instead of idly loafing about town." 

The State of Nebraska should be proud of what the farmers in three 
districts surrounding Sholes have done. It has all been done by coun- 
try people of moderate circumstances without a cent donated by outsiders. 
What this community has done other communities in Nebraska can do. 
Why not begin next spring to circulate a petition for consolidation of 
schools? It must come and will come sooner or later. In time, save in 
exceptional communities, the one-room building will be a thing of 
the past. 



22 



CONSOLIDATION OF RURAL SCHOOLS. 



Following are some quotations collected from parents of tbe Sholes 
district: 

"The system is indeed a success. My children never learned as they 
are learning now, and they have a greater interest in school than ever 
before." "Our school compares very favorably with any town school in 
work done." (From a man who has had children in school in different 
towns where he has lived.) One mother who has sent her children to 
the same teacher in the country school who now has charge of the inter- 
mediate room says: "My children learn fully twice as fast now under the 
same teacher as they did before." One farmer says, "I can't keep my 
children home any more. They like the association with others of the 
same age and same degree of advancement." 

Here is a strong point in favor of consolidation. The great evil of 
the small rural school lies in its non-social character. It is wholly un- 
able to furnish each of its pupils that educative influence that comes from 
association with many of the same age and degree of advancement; it can- 
not have in its many small classes, enough of honest and helpful compe- 
tition to estalblish a standard to which many a bright pupil would raise 
himself, and fails therefore to bring from him that supreme effort which 
develops and enobles, and which comes only from a vigorous contest with 
his fellows. 

Another farmer says, "There is simply nothing like it. It's the only 
system. The little ones can go more regularly in winter because the older 
boys take them even on stormy days." Another says, "Nothing can be 
said too strongly in favor of it for me." From one and all comes, "They 
learn faster and are more contented and interested in the work." They 
like it better all the time; farmers hired men to husk corn last winter 
that their boys might stay in school. Was that very often done before? 




Row of Overshoes Worn by Transported Pupils at Sholes. 



26 CONSOLIDATION OF RURAL SCHOOLS. 

WHAT SOME OTHER NEBRASKA DISTRICTS ARE DOING IN CON- 
SOLIDATION. 

Monroe: Two vans are provided to transport pupils from outlying 
territory. 20 pupils transported. 

Hastings: Kindergarten pupils are carried to the central building 
by means of two wagonettes. 

Hershey: District pays parents for transporting their own children. 

Central City: Two rural districts contract for school privileges, 
pay tuition and transport pupils. 

Maxwell: Two rural districts were consolidated with the Maxwell 
district. In one district a van is provided; in the other, the district pays 
the parents to transport their children to the Maxwell schoolhouse. 

Norden: Three districts consolidated with the Norden district. Par- 
ents furnish transportation. 

Plielps County: District No. 31 consolidated with No. 55. Graded 
school with two teachers. Transportation provided by parents. 

Citj' of Lincoln: Transports 75 pupils by covered vans. 

Burt County: Two districts contract with neighboring districts and 
furnish transportation. 

Cass County: Two districts contract with neighboring districts and 
furnish trans;portation : 

Milligan: Two vans are provided to transport pupils from outlying 
territory. 

Keith County: Two districts contract with neighboring districts and 
provide transportation. 

Meadow Grore: One rural district consolidated with Meadow Grove 
district. Consolidated district provides transportation for the rural 
pupils. 

Otoe County: Six districts transport pupils to neighboring districts. 

Perkins County: Eleven districts provide transportation to neigh- 
boring districts. 

Swanton: In August, 1907, by a majority petition of both districts^, 
District No. 14 was annexed to District No. 113, in which is the village 
of Swanton. The consolidated district now has 205 children of school 
age. Since consolidation one teacher has been added to the teaching 
force. A wagon is employed to bring the pupils from the more remote 
parts of the district to school and to take them back at close of school 
each day. Result — Better school equipment, better teachers and better 
school spirit. The consolidated district held a bond election a few 
■days ago and by an almost unanimous expression voted $12,000 for the 
erection of a modern schoolhouse. Consolidation is working excellent 
results in this instance and will work to the betterment of rural schools 
in all instances. It is the key to better results in the rural schools. 

Gretna: Two vans are provided to transport pupils from outlying 
territory. 

Seward County: Three districts contract with other districts. 



CONSOLIDATION OF RURAL SCHOOLS. 27 

Guide Kock: One rural district transports pupils to Guide Rock 
school. 

Hooker County: All the territory of Hooker county is organized into 
four districts. District Number 2, containing the village of Mullen, has 
about twenty school houses. This district comprises the larger part of 
Hooker county. 

COUNTY HIGH SCHOOL 

(Sections 20-21, Subdivision 6, School Laws of Nebraska.) 

Establish couuty high soliool — Course of study. — ^Any county in this 
state may establish a county high school on the conditions and in the 
manner hereinafter prescribed for the purpose of affording better educa- 
tional facilities for pupils who have advanced beyond the eighth grade. 
For the purpose of this act all grades above the eighth grade in any 
public school district in this state shall be deemed high school grades. 
The course of study for high school grades shall be the Nebraska High 
School Manual issued jointly by the University of Nebraska and the 
State Superintendent of Public Instruction, or a course of study approved 
by the State Superintendent of Public Instruction and in addition thereto 
there shall be taught and practiced in the ninth and tenth grades, manual 
training, domestic science and the elements of agriculture and in the 
eleventh and twelfth grades normal training and the theory and practice 
of agriculture and for the purpose of teaching and practice the board is 
hereby authorized to purchase the necessary apparatus and material for 
those purposes, together with a tract of land not less than five acres, 
conveniently situated to said county high school for actual practice by 
all of the students or a part of the students under the direction of a com- 
petent instructor for experimentation in all forms of agriculture. 

Petition — Election — Form of ballot. — Whenever one hundred free- 
holders residing in any county in this state shall petition the board 
of county commissioners or the board of county supervisors requesting 
that a county high school be established in the county, the said board 
shall proceed to immediately call a special election. Said board shall 
give the same notice that is required for general elections and shall 
include in the notice that the question submitted at said special election 
to the electors of said county at the designated time is; Whether a 
county high school shall be established in the county? The qualified 
electors shall vote by ballot for or against the establishment of a county 
high school. The ballot shall be substantially in the following form: 

"For the establishment of a county high school in 

County, Nebraska Yes (....) 

"For the establishment of a county high school in 

County, Nebraska No (....) 

The electors favoring the establishment of such high school shall 
mark in the square after "Yes." Those opposed to the establishment 
of such high school in the square after "No." Said special election shall 



28 CONSOLIDATION OF RURAL SCHOOLS. 

be conducted in all respects and the I'eturns and canvass made as in 
general elections. 

KIMBALL COUNTY, NEBRASKA, HIGH SCHOOL. 

Kimball County High School was the first to be organized under 
the provisions of the County High School Law. 

June 16, 1908, the bond election was held and bonds for $5,000 were 
voted. The contract for the building was let February 19, 1909. Building 
operations were delayed for some time, but the building is now nearly 
completed. 

The county high school was opened the fall of 1908; arrangements 
were made for the county high school to occupy the upper floor of the 
Kimball public school building until the new building could be nearly 
enough completed for occupancy. 

Mr. L. F. Kreizinger was made principal of the county high school, 
and in consideration of the use of the public school building he also 
supervised the grade work of the Kimball public schools. 

A regular high school course was established, and special courses 
in domestic science, manual training, agriculture and normal training 
were established as provided by law. During the school year 1908-1909 do- 
mestic science and manual training were carried in grades 11 and 12 
rather than in grades 9 and 10. This arrangement was made in order 
that those completing the high school course that year could have the 
advantages of this special work. These courses are given this year in 
the 10th and 11th grades, and the arrangement is for them to be given 
next year in the regular places, — in the 9th and 10th grades. The course 
in agriculture continues throughout the four years. The course in normal 
training is given in the 11th and 12th grades. 

Since September 10, 1909, the .county high school was transferred to 
the court house building, the high school using the court room as an 
assembly room and different offices as recitation rooms. Since January, 
1910, the second floor of the new building has been occupied. This in- 
cludes the assembly room, one large recitation room, library and office, 
and on the lower floor there is one large recitation room, science and 
store-room, hall, and three cloak rooms. The basement is provided with 
a furnace room, a steam heating plant and rooms for domestic science 
and manual training. 

The school is now organized as a regular four year high school 
with three years accredited to the University of Nebraska. It is ex- 
pected that the course of study as carried the ensuing year will be 
such that it can become a four year accredited high school. 

Kimball county is thus enabled to provide free high school instruc- 
tion for all the young people of the county and to give them, in addition 
thereto, courses in argiculture, domestic science, manual training, and 
normal training. 



CONSOLIDATION OF RURAL SCHOOLS. 29' 

RURAL HIGH SCHOOL. 

The school law of Nebraska provides that any two or more ad- 
joining school districts in any county of the state which are net able 
or do not deem it expedient to maintain a school of more than eight 
(8) grades may unite for the purpose of forming one high school district 
and maintaining one high school as hereinafter provided. (For detailed 
information as to method of forming rural high school district, see 
Sections 9 to 19, Subdivision 6, School Laws of Nebraska.) 



HOW TO CONSOLIDATE 



The consolidation of school districts is one of the most important 
and delicate of the superintendent's duties, always to be performed 
with great care and deliberation. It must not be confused with the dis- 
cretionary power of the superintendent to create a new district from other 
organized districts upon petition signed by one-third of the legal voters 
in each district affected. See condition first, section 4, subdivision 1^ 
School Laws. The creation of a new district under this provision will 
not permit the discontinuance of any district. The consolidation of 
school districts contemplates the discontinuance of one or more districts 
every time a consolidation is perfected. "One district may be discon- 
tinued and its territory attached to other adjoining districts (or dis- 
trict), upon petitions signed by one-Iialf of the legal voters in each dis- 
trict affected." See fourth condition, section 4, subdivision 1, School 
Laws. 

It must be remembered that the petitions for the consolidation of 
two or more school districts shall contain an exact statement of what 
changes in district boundaries are proposed. The notices of said petition 
shall be likewise specific relative to changes proposed. Said notices shall 
be posted in three public places, one of which places shall be upon the 
outer door of the schoolhouse, if there be one, in each district affected, 
or territory not organized into districts proposed to be attached to an 
existing district, at least ten (10) days prior to the time of presenting 
the petitions to the county superintendent; provided, that changes affect- 
ing cities (districts organized under subdivision 14, 14a, or 17) shall be 
made upon the petition of the board of education of the district or dis- 
tricts affected. 

Suppose districts Numbers 1, 2, 3 and 4 of a certain county desire 
to consolidate with District No. 5. Separate petitions must be circulated 
in each of these districts, 1, 2, 3 and 4, asking to be discontinued and 
to have its territory attached to District No. 5, which district shall re- 
tain its old number. Four separate petitions must also be circulated 
in District No. 5; one asking that the territory of District No. 1 be at- 
tached to District No. 5; one asking that the territory in District No. 2 
be attached to District No. 5; one asking that the territory in District 



30 CONSOLIDATION OF RURAL SCHOOLS. 

No. 3 be attached to District No. 5; and one asking that the territory 
in District No. 4 be attached to District No. 5. This plan is somewhat 
cumbersome, it is true, but under the existing statute it is the only legal 
way. The consolida/ted district shall take the number of the said District 
No. 5, and be under the control of its officers until the annual meeting, 
when it may organize as a high school district; provided, it contains more 
than one hundred and fifty children between the ages of five and twenty- 
one years. See section 1, subdivision 6, School Laws. 

The limits to which consolidation may be carried is left to the good 
judgment and discretion of the county superintendent. Every consolida- 
tion of school districts must be determined by the circumstances and 
conditions surrounding it. The only manner by which free transporta- 
tion of pupils may be obtained is according to the statute given in sec- 
tions 4b and 4c, subdivision .5, School Laws. 

Where several districts are consolidated, the new district not only 
becomes invested with the property rights of the former, but also be- 
comes answerable for their debts. This includes bonded indebtedness as 
well as all other obligations. For the court's decision and exposition 
of the law on this questiom, see 15 Nebraska Reports, pages 1 to 7, 
inclusive. 

After several districts have been consolidated, any property which 
shall no longer be needed for the use of the new district may be sold 
by the district board of such district when authorized and directed by a 
two-thirds vote of the qualified voters, present and voting, at any annual 
or special meeting; and when real estate is sold the district may convey 
the same by deed, signed by the moderator of the district, and such deed, 
when acknowledged by such officer to be the act of the district, may be 
recorded in the office of the recorder of deeds of the county in which 
the real estate is situated, in like manner as other deeds. 

BUKIVS CONSOLIDATED SCHOOL, MARION COUNTY, KANSAS. 

The following report of the consolidated school of Burns, Marion 
County, Kansas, made by C. C. Starr, assistant state superintendent of 
public instruction, is interesting: 

The Burns school was consolidated in 1904. The district was originally 
formed out of five separate school districts. In 1906 an additional district made 
application for admission to the consolidated district and it was admitted, so 
that now the consolidated district consists of what were originally six separate 
school districts, and the area comprised is forty-three square miles, or consider- 
ably more than a congressional township. While the last district that joined 
the consolidated district is farther from the central school than is ordinarily 
advised for such districts, that district estimated that the advantages of the 
consolidated school would be superior to the disadvantages of the long distance 
to school. Experience has demonstrated the truth of this. 

Another district, lying outside, is sending seven pupils and paying their 
tuition. 

Before consolidation the Burns district employed two teachers and did 
not have a high school. The year following four teachers were required. 
The next year they had five teachers, and now six teachers are employed. 
The school occupies a modern six-room school building. A four-year high-school 



CONSOLIDATION OF RURAL SCHOOLS. 31 

course is maintained whicli admits to the University of Kansas. Two hlgh-schooli 
teachers are employed, one of whom was added in 1907. 

While the population of Burns is about the same as the population of the- 
remainder of the consolidated districts, a majority of the pupils attending the 
high school are from the country. The pupils in the upper grades (who recall 
their experience as pupils in the smaller rural schools) unanimously preferred 
the consolidated school. The reasons the pupils gave for the preference are as 
follows: Their school now has better teachers, there are more pupils to associate 
with, the larger classes are more interesting, they make more progress, under- 
stand their lessons better, and teachers have time to give the proper amount 
of attention to each subject. It is more agreeable to ride the long distance- 
to school than to walk to the country schools. 

Upon inquiry from the pupils who attend from the country as to what 
their chances would have been of attending high school if the consolidated 
school had not been formed, a very large majority stated that the chances are- 
that they would not have had an opportunity to secure a high-school education. 
A few stated that they thought they would have been able to attend a high school 
as their parents told them that they had intended to try to send them away to 
a high school. 

At the close of school I selected the wagon that goes to the most remote 
portion of the district, with a view to sharing the experience of the pupils while 
being transported. The distance to the end of the trip was ten and one-hair 
miles — a distance much greater than is ordinarily recommended for transpor- 
tation. The time required to make tlic trip was one hour and thirty minutes. 
The pupils stated that they liked to ride and did not get tired. Some said that 
they get a little cold sometimes- a suggestion that the wagons should he heated 
in the coldest weather. Neitlier drivers nor pupils expressed any dissatisfaction 
with the mode of transportation, and the people from the country with whom 
I conversed expressed themselves as being entirely satisfied with their system of 
transportation. 

After extensive inquiry, no person could be found in the district who would 
be willing to go back to the old system of separate small schools. There is a 
general belief that the schools are far better than under the old plan, and that 
the community, through consolidation, has taken a long step forward educationally. 

Mr. M. C. Martin, principal of the school, reported that the positions of the- 
teachers are more desirable than those in the rural schools, that the district can 
always secure the best teachers from the rural schools of the surrounding 
country, and that they would teach for lower wages in the consolidated school. 

Pupils in upper grades who recall the old way always vote unanimously in. 
favor of the consolidated school. It is more to the interest of the country than, 
to the town to consolidate, where consolidation is with a town school. Consolida- 
tion has practically eliminated tardiness. The outdoor exercises are basket-ball, 
baseball and track work. 

J. S. Crawford, who has been treasurer of the consolidated school district 
since its organization, and who before consolidation was a teacher in the- 
Burns school, gave the following information : 

"Most of the drivers of the wagons are trustworthy young men attending the- 
high school. On the whole they prove to be the most satisfactory drivers. One 
wagon is driven very satisfactorily by a woman. The wagons are owned by the- 
district and can be entirely closed. The drivers contract to keep the wagons In 
repair. The cost of the wagons was $130 each. There are plenty of applications 
by persons desiring to secure an appointment as driver. During the day the 
teams are kept in the sheds that have been erected on the school-grounds. 

"In but a few cases has it been necessary to use three horses on account 
of muddy roads, and it has never been necessary to use a larger number. 

"In practice the pupils see the wagons coming and are ready to enter as 
soon as the wagons arrive. No difficulty has been experienced on account of 
waiting for pupils who are not ready. There Is no demand for a mode of 
transportation other than the one now in use. 



32 CONSOLIDATION OF RURAL SCHOOLS. 

"Fewer, on account of sickness, are absent from the country than from the 
town. In case of sickness the pupil is taken to the doctor, and if advisable, the 
pupil is driven home in a closed carriage at the expense of the district. 

"All the patrons of the district are satisfied with the consolidated school. The 
schools are now 100 per cent, better than they were before consolidation. 

"The increase in the value of real estate throughout the consolidated district 
ou account of the consolidated schools is at least five dollars per acre. The first 
question asked by people wanting to buy land in the neighborhood is whether 
the land is inside consolidated districts. I have known of a number of men 
having refused to purchase land because it is located outside of the consolidated 
■district." 

The following letter from IMr. W. E. Peyton, editor of the Burns 
Citizen, and a resident of the consolidated district, contains most interest- 
ing views as to the value in dollars and cents to a community of a con- 
solidated school: 

Burns, Kau., March 30, 190S. 

Supt. E. T. Fairchild, Topeka, Kan.: 

My Dear Sir — Having been requested by you to briefly state the relation of 
a consolidated school to land values, will say that we have in Burns, a city 
of 450 people, au ideal, in-every-way satisfactory consolidated school that no one 
would part with for any other plan. It does give satisfaction in every respect. 

Its relation to land values is hard to get at, through the fact that many other 
things are brought to bear upon real estate values, but the proposition is this : 
If a good school is of any value to ad.ioiniug land, then it does affect hind values, 
and if the method of conducting the school is improved upon, then it increases 
the value of land. Another fact pertinent to this question is that all our real 
-estate agents push the consolidated school in advertising and in conversation 
with buyers as a primary reason for purchasing, either for a home or an in- 
vestment. It has been my experience in the real estate business that a man will 
pay more for laud that has the very best school facilities. It is my opinion that 
■our consolidated school in Burns has added an average value of not less than 
five dollars per acre ou every acre in the district, and I think that all the patrons 
of this school and the business men of the city will bear me out in this state- 
ment, and will consider it a very conservative estimate. 

Having sold land, and knowing conditions both before and after the con- 
solidation plan went into operation,, I am safe in saying that if depreciation ever 
■does set in on land that it will be demonstrated beyond dispute that our land 
will sell for five dollars au acre more, all other conditions being equal, than any 
city without school facilities of this high class. 

A few of its features, as we know them, are that a child can get a high- 
school education, be ready to enter the State University, and yet remain at home 
under parental supervision while doing this; a better corps of teachers can be 
maintained at a smaller expense than under the old plan, and each pupil receive 
more personal attention from the teacher in a graded school than is possible 
to give them in a country school ; the classes are larger in all departments, stimu- 
lating competitive work, a strong factor in the development of a child. Light, heat 
and ventilation are supplied in a healthy manner. It wholly eliminates tardiness 
.and preserves the health of the pupil whose constitution will not stand walking 
through mud and snow. 

In county contests, the country district pupils, that otherwise would be en- 
tirely ignored, are enabled to take a prominent and dignified part. If the proof 
■of the pudding is in the eating, we Burns people, taxpayers and all, have proved 
the merits of the consolidated plan to our entire satisfaction. 

Any one desiring any further information concerning our school and its work 
Tvill have his questions promptly answered by addressing, 

W. E. PAYTON, Burns, Kan. 



34 CONSOLIDATION OP RURAL SCHOOLS. 

THE FIRST CONSOLIDATED SCHOOL IN LLLINOIS. 

The first consolidated school in Illinois was organized in Winnebago 
county, and the school opened at the central building February 1, 1904. 

The first movement towards consolidation was in February, 1899, 
when the citizens of Seward and vicinity invited O. J. Kern, superin- 
tendent of schools of Winnebago county to deliver an address upon the 
subject, "Township High Schools." This was with a view of organizing 
such a school at the village of Seward, which is a small statioii on the 
Illinois Central Railroad, fifteen miles from Rockford. This address was 
delivered February 22, 1899, the superintendent taking the position that 
what was needed at Seward was not a township school, but the consolida- 
tion of a number of the outlying small district schools. The idea was not 
well received at the time, only one or two expressing assent to the position 
taken by the superintendent. 

Sentiment grew, however, and in March, 1903, petitions looking to- 
ward consolidation were circulated in three districts, 90, 91, and 93. In 
district 90, thirty-seven favored and twelve oipposed the project; in dis- 
trict 91 fifteen favored and eleven opposed, and in district 93 twenty-one 
favored and five opposed. 

Thus was organized the first consolidated district, covering exactly 
one-third of the township, which is six miles square. It contains, there- 
fore, twelve sections or 7,680 acres of land, with an assessed valuation of 
$146,315. As real estate is assessed at one-fifth cash value this indicates 
that the total property of this district, real and personal, is not far from 
a million dollars. 

A few days after organizing, by a vote of thirty-eight for and fifteen 
against, the people voted to bond the district for $7,000 for ten years' 
time at 4 per cent, and to erect a modern school house large enough for 
present and prospective needs. A little later by a vote of forty-seven to 
one a site of 3.6 acres of land was purchased at a thousand dollars. Plans 
were drawn and contracts let for a $6,000 building. 

Accompanying cuts show the front elevation and the floor plans of 
this building, as well as exterior views of the three schools houses 
abandoned. 

This new building contains four rooms, each capable of accommodat- 
ing fifty pujpils; and in the basement are two large well-lighted rooms in- 
tended for workshop and for household science, respectively. Over the 
furnace room in the first story are coat rooms, and in the second story, 
the laboratory and library. The walls of the building are tastefully 
tinted, the blackboards are of slate, and the floors throughout of hard 
maple. It is in every way an up-to-date and beautiful building, heated 
by two furnaces and seemingly perfectly ventilated. It stands near one 
comer of the site of 3.6 acres, plans for the beautifying of which have 
been made by students of the University of Illinois under the direction 
of Professor J. C. Blair. 

This building was dedicated January 30, with appropriate exercises. 
School opened the Monday following, February 1, with an attendance of 



36 CONSOLIDATION OF RURAL SCHOOLS. 

103 pupils, 15 of whom were non-residents wlio will pay tuition, leaving 
eighty-eight as representing the attendance from the three consolidated 
districts. It is a significant fact that the total registration in the three 
abandoned districts during the entire previous year was only seventy-nine, 
yet here on the first day upon the opening of the consolidated school 
eighty-eight young people presented themselves, a gain of nine the first 
day as compared with the total registration under the old plan. This 
school will do all the work heretofore attempted by the abandoned schools 
and two years' high school work in addition. 

Three small weak schools quartered in old battered houses were 
here merged into a single school, well housed in an up-to-date modern 
building. Under the system of instruction it will guarantee the pupils 
the work not only of the grades, but that of a two years' high school as 
well, at a cost of less than $1.00 per acre of the land covered by the dis- 
trict. The advantages to this community are evident; indeed they are so 
apparent in Winnebago County that already three other communities are 
moving in the same direction. 

More than to any one else credit is due to Superintendent Kern, not 
only for the achievement at Seward, but for the sentiment of the county, 
which will proceed to organize still other similar schools. 



TRANSPORTATION RULES AND REGULATIONS, MADISON TOWN- 
SHIP, LAKE COUNTY, OHIO. 

1. All pupils shall be ready in the morning at the usual time for the hack 
to arrive at their respective home or at the place of meeting, if hack does not 
pass their home. Drivers shall reach said homes and meeting places the same 
time each day and shall not be required to wait more than two minutes for 
pupils. 

2. The first to enter the hack in the morning shall be seated in front and 
the others next, in the order in which they enter, and shall occupy the same 
places in the hack at night in order that there may be no confusion in entering 
and leaving the hack. 

3. There shall be no profane or immoral language, quarreling or improper 
conduct in the hack. 

4. Pupils shall not be saucy or disrespectful to the driver of the hack or 
those whom they may meet while riding in the hack. 

5. The right of pupils to ride in the hacks is conditioned on their good be- 
havior and the observance of the above rules and regulations, and the drivers of 
the hacks are hereby respectively authorized and empowered to enforce the same. 

6. If any pupil persist in disobeying any of the above rules, the driver shall 
notify said pupil's parents or guardian of his or her conduct and the result of the 
same if continued, and if the same be not corrected at once the driver shall 
thereupon forbid such disobedient pupil the privilege of riding in the hack until 
such a time as the matter can be brought before the Board of Education. 

7. A copy of these rules and regulations shall be posted in each hack and 
also in the several school buildings to which pupils are transported. 



CONSOLIDATION OF RURAL SCHOOLS. 37 

SAMPLE CONTRACT FOR THE TRANSPORTATION OF PUPILS. 

This Agreement made bj' aiul between the Board of Education of Madi- 
son Township, Lake County, Ohio, I'arty of the first part, and 

, party of the second part. 

Wituesseth, That said party of the second part agrees to transport the 
pupils to and from district hereinafter specified for the full school year, in 
accordance with the specifications which form a part of this contract for the 

sum of I payalile bi-monthly, which sum said party of the first part 

agrees to pay for services well and truly rendered in accordance with the speci- 
fication of this contract. 

Specifications. 

1. Said party of the second part agrees to transport all pupils of Sub- 
ilistrict No to Sub-district No Madison Township. 

2. To furnish a good covered spring wagon or vehicle which can be closed 
or open at sides and end as the weather requires, and with suflScient seating 

■Dapacity to accommodate the pupils of said Sub-district No without 

crowding. Conveyance to be acceptable to the Transportation Committee of the 
Board of Education. 

3. To furnish the necessary robes or blankets to keep the children comfort- 
able, and. in very cold weather, shall provide an oil stove or soap-stones to heat 
the interior of the vehicle. 

4. To provide a good team of horses to haul said vehicle and children. 
Said team must be gentle and not afraid of the cars, and must be driven by the 
contractor or a good trusty person of adult age, said team and driver to be 
acceptable to said Transportation Committee, and said driver shall have full 
control of the children while under his charge, and shall be responsible for their 
conduct. No profane or immoral language, quarreling or improper conduct shall 
be allowed in the conveyance. 

5. To cause conveyance with pupils to arrive at the school house in Sub-dis- 
trict No not earlier than 8:45 a. m.. nor later than S:55 a. m. (sun 

time). 

C. To collect pupils on the following described route: 



President of Board. 
Clerk of Board 



Madison, O., , 100..... A. D. 

BOND. 

Know All Men by These Presents, that we as 

principal, and and 

iis sureties, are held and firmly bound unto tlie Board of Education of Madison 
Township, Lake County, Ohio, in the sum of one hundred dollars, for the pay- 
ment of which we jointly and severally bind ourselves. 

The condition of tlie al)Ove obligation is this: That the said contractor has 
this day entered into the above contract to transport pui)i!s from Sub-district 

No to Sub-district No of said township. Now, If the 

said contractor shall well and truly perform the conditions of said contract on his 
part to he performed, then this obligation shall l)e void; otherwise it shall remain 
in full force and virtue in law. 

Bond approved this day of 1!)0 A. 1). 

_ Clerk. Surety 

, President. Surety 



38 



CONSOLIDATION OF RURAL SCHOOLS. 



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A Consolidated Rural School at Amo, Indiana. 



CONSOLIDATION OF RURAL SCHOOLS. 39 

THE WORTH OF A BOY 

"What is a boy worth? What is an education worth? An Indiana 
jury awarded $599.99 for the killing of a boy. A friend of mine, who 
is a superintendent in West Virginia, called that award an outrage. I 
asked him why. He answered: "To say nothing of the value of the 
boy's personality and all that a boy is to his father and mother and 
home, the commercial value of a boy's time at school is more than 
the award of that Indiana jury." I asked him how he made the cal- 
culation. He said: "You find the value of a boy's time at school by 
subtracting the earnings of a life of uneducated labor from the earn- 
ings of a life of educated labor." Then he gave me a calculation that 
I have used this year before every institute, for I am anxious to get 
it into the daily papers, to have it carried to every school room and put 
upon every blackboard, so that the pupils may carry it home and discuss 
it with their parents. 

He said: "If an uneducated man earns $1.50 a day for 300 days 
in a year, he does very well; and if be keeps it up for forty years he 
will earn $1.50X300x40, or $18,000. An educated man is not generally 
paid by the day, but by tlie month and by the year. If you will strike 
an average of the earnings of educated men, beginning with the Presi- 
dent of the United States, who earns $50,000 a year, the presidents- of 
the insurance companies and of large railroad companies, and run 
do'wn the scale until you come to the lower walks in point of earnings 
among educated men, you will admit that $1,000 is a low average for 
the earnings of educated labor. Fot' forty years you have $40,000 as 
the earnings of an educated man. Siibtract $18,000 from $40,000, and 
the difference, or $22,000, must represent the value of a boy's time 
spent at school getting an education." 

You will all admit that a man who works with his hands at unskilled 
labor puts forth as much muscular effort as a man who earns a liveli- 
hood by his wits and education. Now, if $22,000 represents the value of 
time a boy spends at school getting an education, what is the value 
of a day spent at school? 

The average school life of every iDoy and girl in Massachusetts is 
seven years of 200 days each; let us say that it takes four years more to 
get a good education. Reckoning eleven years of 200 days each, you 
will find that the 2,200 days at school are equal to $22,000, and a simple 
division on the blackboard will bring it home to the comprehension of 
every boy that each day at school, properly spent, must be worth ten 
dollars. 

One director asks whether it is a violation of the compulsory law 
if a farmer keeps at home his eleven-year-old boy to plow, because it 
costs one dollar a day to get some man to do It. While he is putting 
one dollar into Ws own pocket, he is robbing the boy of ten dollars 
in the shape of future earning capacity. Is not that high-handed robbery 
by the father of his own child? — State Superintendent N. C. Schaeffer, 
in Pennsylvania Report. 



